It's been a game-changer for my students to build mastery so much quicker!
And it's been a game-changer for me in realizing that I can provide students one of these for every skill I want them to develop and their progression toward mastery is so much richer.
Amen! Each content, skill, discipline, goal, and objective makes the experience look different than the others. The more we share what works and what doesn't, the better our adaptation process becomes.
Teaching about AI is emmergent, mostly at early ages, not only because we are surrounded by it, but mostly because we won't survive without it in a near future. It is important to provide students with the tools that allow them to use AI in an ethic and positive way. It's urgent to teach kids to use AI wisely and not only to consume feedback or get games' passwords or level passing solutions. Teaching with aI is a positive enhncement, has it can perform dull tasks, paper work... releasing you to other far more important aspects of teaching.
What assurance do you have that it’s the student alone and not AI that’s interacting with the Customer Interviewer? How do you know a student hasn’t built a GPT to interact with your GPT?
Generally, where these types of assessments are used, how do educators ensure that it's the student interacting with the tool and not AI? The same applies when students are required to submit their prompts. How do educators know the prompts weren't written by AI to achieve the learning outcomes?
Thanks for all you do Mike to explore this new world of AI and education.
And thanks for sharing my experience.
Here is a link to the Customer Interviewer CustomGPT I use for my students to practice this critical entrepreneurship skill: https://chatgpt.com/g/g-RIrTf4Y5o-customer-interviewer
It's been a game-changer for my students to build mastery so much quicker!
And it's been a game-changer for me in realizing that I can provide students one of these for every skill I want them to develop and their progression toward mastery is so much richer.
Really like what you're doing here, Mike. Combining multiple approaches, disciplines, and stories helps us think through the possibilities!
Amen! Each content, skill, discipline, goal, and objective makes the experience look different than the others. The more we share what works and what doesn't, the better our adaptation process becomes.
Teaching about AI is emmergent, mostly at early ages, not only because we are surrounded by it, but mostly because we won't survive without it in a near future. It is important to provide students with the tools that allow them to use AI in an ethic and positive way. It's urgent to teach kids to use AI wisely and not only to consume feedback or get games' passwords or level passing solutions. Teaching with aI is a positive enhncement, has it can perform dull tasks, paper work... releasing you to other far more important aspects of teaching.
What assurance do you have that it’s the student alone and not AI that’s interacting with the Customer Interviewer? How do you know a student hasn’t built a GPT to interact with your GPT?
Hey Mark, are you asking Doan this question? Or me in general terms? (Both)?
Generally, where these types of assessments are used, how do educators ensure that it's the student interacting with the tool and not AI? The same applies when students are required to submit their prompts. How do educators know the prompts weren't written by AI to achieve the learning outcomes?